Session 2
•Download as PPT, PDF•
1 like•932 views
The document discusses reading assessment. It provides definitions of key terms like system and working system. It identifies the working systems according to the National Reading Panel and discusses a model of reading as a process. It discusses the purposes of assessment as screening, progress monitoring, diagnosis, and outcome measurement. It also discusses different types of reading tests like norm-referenced, criterion-referenced, survey tests, and diagnostic tools.
![Agenda ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],S2 Facilitator: Carmen S. Concepcion](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Recommended
More Related Content
What's hot
What's hot (20)
Viewers also liked
Similar to Session 2
Similar to Session 2 (20)
More from Miami-Dade County Public Schools
More from Miami-Dade County Public Schools (18)
Recently uploaded
Recently uploaded (20)
Session 2
- 1. Florida K-12 Reading Endorsement Competency Three Foundations of Assessment Session Two Facilitator: Carmen S. Concepcion S2
- 7. Working systems identified by the National Reading Panel, 2000 FLaRE Professional Development Competency Three: Foundations of Assessment S2 Fluency Comprehension Comprehension Comprehension Comprehension Vocabulary Alphabetics (Phonemic awareness & Phonics)
- 8. FLaRE Professional Development Competency Three: Foundations of Assessment S2 THINKING EXECUTING ADJUSTING RETHINKING context context context context context context Graphophonic Working System Lexical Working System Schematic Working System Syntactic Working System Semantic Working System Pragmatic Working System
Editor's Notes
- Reading as a process is a framework for thinking about reading. As we talk about this framework, think about your own reading and the working systems and understanding that has to be in place for you to make meaning from print.
- Have participants define system on Handout S2-23. Ask for volunteers to share with large group.
- Have participants define working system on their Handout S2-23. Ask for volunteers to share with large group.
- Have participants define assembling a working system on Handout S2-23. Ask for volunteers to share with large group. Ask “How are your students assembling working systems?” (ex: using background knowledge, knowing letters and sounds, using strategic activities, etc.). Allow time for responses. Ask “When do students disassemble working systems?” (ex: nonparticipation, difficulty comprehending, lack of strategic activities,, etc.).
- In 2000 the National Reading Panel (NRP) identified working systems of effective reading instruction based on scientific research. The NRP identified phonemic awareness, phonics, fluency, vocabulary, and comprehension as working systems that each reader needs to construct meaning from print.
- All the Working Systems operate in relationship to one another. Good readers assemble and disassemble these working systems constantly thinking, executing, rethinking, and adjusting to construct meaning. When one of these systems breaks down, the reader is not proficient and can have difficulty comprehending text.
- Notes for each bullet point: • Comprehension and fluency go hand in hand. • Ask participants what new sources of information are used at the word level, (i.e., sounds, 2 letters make 1 sound) and then at the sentence level (i.e., punctuation, structure, etc.). • Use all components of reading in any context. • Feedforward motivates our reading – gives the reader the emotional hook and makes reading efficient. • Feedback allows us to use the working systems in our head. Readers need to monitor reading so the process can be effective. • Working systems are transformational – constantly changing – not the same reader as we were last year.
- Ask participants to reflect in writing after reading the quote, then share with the whole group.
- Share as a summary.
- Discuss Slide S3-4, Handout S3-2 with participants.
- Show Slide S3-6 ( last paragraph will not initially show). Make copies of the “Uses of Assessment in a Data Driven Classroom” handout ( page S3-28 of this manual) to cut apart as puzzles. Distribute the puzzles to each small group and ask them to reconstruct the chart in their table groups before you show it to the participants. Give each group a blank chart with the following headings to facilitate the task ( page S3-29 of this manual). Encourage discussion as the participants put the pieces together. Refer participants to Handout S3-3 for a completed chart and Handout S3-4-5 for further information on Screening, Progress Monitoring, Diagnosis, and Outcome Measurement.